Tcsj oberservation of practice

1. TCSJ IMPACT Observation Rubric
Essentials for Teaching: Observation of Practice
Revised 9/7/16 1
1: Create Equitable Community and Culture in the Classroom and Implement Effective Norms and Routines
Beginning Emerging Competent Successful
The teacher begins to build a
community and culture of trusting
relationships with students.
❏ The teacher begins to learn
about his/her students’
intellectual and personal
experiences.
❏ Teacher begins to engage
students in conversations that
demonstrate interest.
❏ Teacher begins to establish a
safe environment while
promoting student effort and
engagement.
❏ The teacher implements a
learning environment that
elicits students taking
leadership opportunities to
support one another, respect
each other's individual
cultures, and resolve student
conflicts.
The teacher works to build a
community and culture of trusting
relationships with students by
implementing a few strategies that
establish positive relationships and
fosters the development of students’
learning.
❏ The teacher knows his/her
students’ intellectual and some
personal experiences.
❏ Norms are established that
support discussion and
interactions with teacher and
students.
❏ At times, the teacher and
students may greet one another
in a positive and respectful
manner.
❏ Teacher and students
occasionally engage in
conversations that demonstrate
interest in one another.
❏ Teacher occasionally provides
supports so that students are
able to demonstrate interest in
one another’s ideas.
❏ Teacher regularly maintains a
safe environment while
implementing strategies that
foster student learning.
The teacher builds a community and culture of
trusting relationships with and among all
students by implementing strategies to establish
positive, individual relationships that demonstrate
care and interest. The students clearly respect
and value one another’s ideas and ways of
thinking.
❏ The teacher understands his/her students’
socioeconomic, cultural, linguistic,
intellectual, and personal experiences and
develops relationships with students.
❏ Norms are established that foster safe and
respectful interactions between the teacher
and students.
❏ Teacher and students regularly greet one
another in a positive and respectful manner.
❏ Teacher and students regularly have
conversations that demonstrate interest in
one another.
❏ Teacher regularly provides prompts and
sentence frames to support students as
they demonstrate interest in one another’s
ideas.
❏ Teacher and students exhibit evidence of
positive individual relationships.
❏ A culture of respect and safety is fostered
while strategies are utilized that enable
students to learn from one another as well
as the teacher.
❏ Teacher occasionally follows-up with
students who are having difficulty in class or
in personal situations.
The teacher builds a community and culture of trusting
relationships with and among all students by routinely
implementing strategies to establish positive, individual
relationships that demonstrate care and interest. The students
clearly respect and value one another’s’ ideas, ways of thinking
and exhibit positive dispositions to learning.
❏ The teacher understands and values his/her students’
socioeconomic, cultural, linguistic intellectual, and personal
experiences and develops a relationship based on respect
and trust with students.
❏ Students take leadership opportunities to support one
another and resolve conflicts.
❏ Norms are established and teacher and students hold one
another accountable to them. Norms foster safe and
respectful interactions between the teacher and students.
❏ Teacher and students greet one another in a positive and
respectful manner throughout the day.
❏ Teacher and students engage in conversations that
demonstrate care, respect and interest in one another as
part of the daily routine.
❏ Teacher consistently models and supports language and
behavior that demonstrates care and interest in students
and colleagues.
❏ Teacher exhibits evidence of positive individual
relationships throughout the classroom community.
❏ Teacher and students consistently demonstrate mutual
respect and engage in collaborative learning and positive
interactions.
❏ Teacher promotes an age appropriate culture of inquiry
and sharing of diverse perspectives to address issues
related to race, ethnicity, culture, language, religion, sex, or
gender.
❏ Teacher consistently follows-up with students who are
having difficulty in class or in personal situations.

2. Revised 9/7/16 2
1: Create Equitable Community and Culture in the Classroom and Implement Effective Norms and Routines
Beginning Emerging Competent Successful
The teacher begins to specify and
reinforce student behavior by
beginning to establish expectations
and rules and/or norms. The
teacher begins to implement
organizational routines for
classroom tasks.
❏Classroom rules/norms are
developed and students
adhere to them
inconsistently.
❏Teacher inconsistently follows or
enforces the rules/norms.
❏Teacher spends a substantial
amount of time trying to
manage off-task behaviors of
the class.
❏ Procedures and routines are
explained and reinforced
inconsistently, resulting in
loss of instruction
❏ Physical environment is
cluttered and unorganized
❏ Student movement is
impeded.
❏ Materials are unorganized
and difficult to access
The teacher is usually able to specify
and reinforce productive student
behavior by implementing, adjusting
and re-establishing effective norms
and organizational routines to
support equitable participation.
❏ Rules and/or norms are
established and students usually
adhere to them.
❏ Teacher consistently follows set
rules/norms and usually
enforces rules/norms equitably.
❏ Teacher sometimes makes
adjustments to norms or rules
based on student
input/feedback.
❏ Class/school-wide expectations
are taught but inconsistently
referred to and enforced.
❏ Physical environment is mostly
free of clutter and somewhat
organized: floor, walls, desks,
tables, counters, chairs
❏ Most work areas are accessible
Materials are organized
The teacher is able to specify and reinforce
productive student behavior and equitable
participation by emphasizing established norms,
routines, and expectations. The teacher’s
organizational routines for classroom tasks
maximize instructional minutes.
❏ Students follow established class
expectations, rules and norms with minimal
prompting.
❏ Teacher consistently follows and enforces
rules/norms equitably.
❏ Teacher discusses and reinforces
productive behaviors.
❏ Teacher is often able to redirect student
behaviors by reiterating rules/norms
❏ Class/school-wide expectations are
consistently taught and practiced
❏ Class routines are established through the
use of procedures
❏ Procedures are consistently reinforced
❏ Physical environment is free of clutter and
organized: floor, walls, desks, tables,
counters, chairs
❏ All work areas are accessible
❏ Materials are organized and accessible
The teacher specifies and reinforces productive student
behavior by revisiting and reinforcing norms to support
equitable participation and clear expectations. The teacher
teaches and positively and strategically reinforces productive
behavior while redirecting off-task behavior. The teacher
implements organizational routines to maximize instructional
minutes.
❏ Norms to support equitable participation are established
and students and teacher routinely adhere to them.
❏ Most students are aware of and self-monitor their
adherence to expectations for behavior.
❏ Teacher consistently recognizes and reinforces productive
behavior
❏ Teacher quickly and effectively redirects students’ off task
behavior.
❏ Class/school-wide expectations are re-taught as deemed
necessary
❏ Class/school-wide expectations are embedded into the
class culture and behavior
❏ Procedures are embedded into the class culture
❏ Students are able to demonstrate clear understanding of
routines in the absence of the teacher.
❏ Physical environment is clean and orderly
❏ Arrangement supports flexible movement and a variety of
activities/contexts.
❏ Materials/technology/resources are proactively managed
by students and teacher.

3. Revised 9/7/16 3
2: Develop and Deliver Integrated Lessons and Units that Elicit and Assess All Students’ Understanding
Beginning Emerging Competent Successful
The teacher develops
single lessons that begin to
include strategies and
technology that consider the
standards and components
of effective lesson design.
❏ Plans include
components of effective
lesson design.
❏ Lesson plans include
one or two strategies to
support student learning
of content.
❏ Technology is used as a
substitute for low-tech
options without any
functional
improvements.
The teacher develops single
lessons and sequences of
lessons that include strategies and
technologies that support varied
learning needs of students.
❏ Teacher plans single lessons
that are part of an overall plan
for a sequence of lessons.
❏ The plans consistently include
at least two
strategies/accommodations to
support differentiation.
❏ Teacher plans incorporate
some small group instruction to
address specific needs.
❏ The plans include some pre-
planned questions to assess
students’ understanding.
❏ Teacher designs & delivers
occasional lessons that
support language acquisition,
use and development.
❏ Teacher plans and implements
instructional scaffolds and
supports within daily lessons to
meet the needs of at least one
group of identified students.
❏ Teacher plans for students to
utilize technology as an
effective tool to perform
common tasks, while building
digital literacy.
❏ Technology is used as a
substitute for a low-tech option
but provides functional
improvements.
The teacher develops single lessons and sequences of
lessons that include differentiation strategies and
technologies that support the learning needs of all students
and help them develop understanding of content.
❏ Teacher plans a series of lessons that are focused on
a large concept and incorporate multiple ways to
demonstrate learning.
❏ Teacher consistently plans & implements instruction
to meet the varied needs of students.
❏ The plans include pre-planned questions and
predicted responses to assess students’
understanding and to develop their critical thinking.
❏ Teacher often designs & delivers lessons that scaffold
and support language acquisition, use and
development while simultaneously building content
knowledge.
❏ Lessons are frequently developed to highlight the
interconnectedness of content (within the lesson or
lesson to lesson)
❏ Teacher plans and implements a cohesive series of
lessons based on the concepts of Universal Design
(UD) and Multi-Tiered Systems of Support (MTSS) in
order to bring students toward mastery of content
concepts and skills.
❏ The teacher considers students’ culture, language
and learning challenges when designing and
implementing lessons.
❏ Teacher consistently plans for and uses technologies
fluently as a means for providing an authentic
audience.
❏ Technology is consistently used to advance student
learning.
❏ Teacher models digital literacy and promotes digital
citizenship.
❏ Technology is used to significantly redesign low-tech
tasks.
The teacher develops single lessons and sequences of
lessons that include differentiation strategies and technologies
that consider the learning needs of all students and will help them
develop deep understanding of content, sophisticated skills and
critical thinking.
❏ Teacher plans a series of coherent lessons that incorporate
multiple ways to demonstrate learning. These lessons are
part of an overall plan such as a Project Based Learning unit
❏ Teacher plans flexible lessons that include provisions for
predicted students’ questions and responses.
❏ Teacher plans & implements instruction that consistently
advances the learning of all students, despite their varied
needs.
❏ The plans include strategically pre-planned questions and
activities to assess students’ understanding and to develop
their creativity and critical thinking.
❏ Teacher consistently designs & delivers lessons that
strategically support language acquisition, use and
development while simultaneously building content
knowledge.
❏ Lessons and units are developed to highlight the
interconnectedness of content
❏ Teacher plans and implements cohesive units of study that
include concepts of UD and MTSS to maximize learning and
provide comprehensive support for all students leading to
mastery of content, concepts and skills.
❏ The teacher identifies areas in their long and short term
instructional goals to incorporate and celebrate the students
cultural and family values.
❏ Teacher incorporates technology into lessons to allow for
new tasks that were previously inconceivable. The
technology supports student-centered learning.
❏ Students identify, use, and/or adapt their use of technology
in order to meet their identified learning goals while
demonstrating digital literacy and citizenship.

4. Revised 9/7/16 4
2: Develop and Deliver Integrated Lessons and Units that Elicit and Assess All Students’ Understanding
Beginning Emerging Competent Successful
The teacher delivers lessons
by explaining and modeling
content.
❏ Instructional strategies
utilized do not veer from
the scripted curriculum.
❏ Instruction is teacher
centered.
❏ Instruction is paced
without regard for student
needs.
❏ Teacher allows time for
students to practice
without guidance or
monitoring.
❏ Teacher poses questions
to the students.
❏ Teacher regularly
assigns tasks or
assignments without
connection to the real-
world and/or the
established learning
goals.
❏ Teaching strategies are
implemented without
regard for the varied
learning needs of
students.
❏ Teacher rarely checks for
understanding or adjusts
lesson delivery based on
those checks.
The teacher delivers lessons by explaining and
modeling content to elicit and assess
understanding of all students.
❏ Instruction is aligned to externally provided
directions (the textbook), but teacher begins
to integrate varied strategies to explain
content and model strategies and skills.
❏ Instruction includes some student-student
interaction, but is typically focused on direct
instruction.
❏ The teacher occasionally uses some
formative assessments to inform future
planning.
❏ The teacher may use guided instruction for
students to practice what they are learning.
❏ The teacher engages students in discussion
with pre-planned prompts to elicit ideas and
understanding.
❏ The teacher utilizes strategies to help
students develop and practice questioning
skills.
❏ The teacher occasionally models an inquiry
approach to solving problems.
❏ Teacher occasionally provides real-life
examples to make content relevant.
❏ Assignments and tasks are usually aligned
to learning goals but are not connected to
the real-world.
❏ The teacher occasionally promotes
equitable access to lesson delivery by
applying strategies for diverse learning
needs.
❏ Teacher begins to use informal
assessments and modify instruction based
on students’ responses.
❏ Teacher designs questions and tasks that
are largely require low/medium cognitive
demand.
The teacher delivers lessons by explaining and
modeling content, practices, and strategies to
elicit and assess understanding of all
students.
❏ Teacher selects and utilizes various
teaching and learning strategies and
incorporates them into the lesson
planning.
❏ Instruction is often student centered and
provides a balance of direct instruction
with meaningful collaboration and inquiry.
❏ Teacher consistently uses formative
assessment to inform future planning and
instructional changes.
❏ Teacher guides students through
collaborative practice and application of
what they have learned.
❏ Assignments and tasks are clearly aligned
to learning goals but not consistently
connected to the real-world
❏ Teacher regularly helps students
understand the relevance of content.
❏ Teacher elicits student thinking to promote
deeper or extended thinking by
classmates.
❏ Teacher uses a variety of lesson styles
and task structures that provide
opportunity for student inquiry and
discovery.
❏ Teacher regularly integrates learning
activities that promote an inquiry based
approach to solving complex problems.
❏ Teacher regularly promotes equitable
access to lesson delivery by applying
strategies for diverse learning needs.
❏ Teacher regularly assesses students’
understanding and modifies instruction.
The teacher delivers lessons by explaining and modeling
content, practices, and strategies to elicit and assess
understanding of all students. The teacher incorporates and
models metacognitive awareness and skills.
❏ Teacher strategically identifies and uses instructional
strategies that explicitly support the concepts or tasks
being taught and considers the needs of his/her
students.
❏ Instruction is student centered, providing a balance of
direct instruction, meaningful collaboration and inquiry.
❏ Teacher consistently uses formative assessments to
guide instructional pacing, adjust strategies and inform
future planning.
❏ Teacher models the instructional strategy and then
gradually releases responsibility to the students while
teacher consistently monitors and gives feedback.
❏ Teacher supports students as they practice and apply
what they have learned independently.
❏ Teacher monitors conversations and work to inform
plans and next steps.
❏ Teacher makes on the spot instructional changes based
on student misunderstandings.
❏ Teacher guides students in monitoring their progress
toward instructional goals.
❏ Instruction, assignments and tasks are relevant to the
real-world and clearly aligned to learning goals.
❏ Teacher engages students in making strong connections
to relevant and meaningful real-life contexts.
❏ Teacher utilizes, analyzes and demonstrates multiple
instructional strategies and lesson structures that elicit
student inquiry and discovery
❏ Teacher consistently promotes equitable access to
lesson delivery by applying strategies for diverse
learning needs.
❏ Teacher consistently uses planned and informal
assessment techniques to monitor and assess student
learning and uses those results to provide “just in time”
support and instructional modifications.

5. Revised 9/7/16 5
❏ The teacher occasionally engages students
in self-assessment practices.
❏ Teacher uses summative assessment data
to inform instructional approach (re-teach,
review, skip)
❏ Teacher may revise/add/delete questions
from provided assessments based on
student understanding.
❏ Teacher begins to help students understand
the importance of incremental learning over
grades
❏ Teacher is able to diagnose and describe
common patterns in students’ thinking and
understanding to modify instruction.
❏ Teacher designs questions and tasks that
require varied levels of cognitive demand
and can accurately assess the depth of
knowledge of students.
❏ Teacher makes students aware of their
progress toward instructional goals and
provides meaningful feedback.
❏ Teacher is able to anticipate and readily respond to
students’ thinking and understanding to modify
instruction.
❏ Teacher teaches and utilizes metacognitive strategies
that enable students to self-assess their knowledge level
of content concepts and skills prior to the lesson, during
the lesson, and after the lesson.
❏ Teacher promotes a growth mindset by developing
students’ level of perseverance and persistence toward
their own individual academic achievement.

6. Revised 9/7/16 6
2: Develop and Deliver Integrated Lessons and Units that Elicit and Assess All Students’ Understanding
Discussions and Collaborative Work
Beginning Emerging Competent Successful
The teacher leads group
discussions and begins to set
up small group work.
❏ Teacher is the only
questioner. Short frequent
questions function to keep
students listening and
paying attention to the
teacher. Teacher verifies
correct answers.
❏ Teacher is physically at the
board, telling and showing
students how to do work.
❏ Discussion prompts and/or
questions require minimal
student thought/discussion.
The depth of knowledge
required to participate is
low.
❏ Students are passive
listeners, they attempt to
imitate the teacher.
❏ Students give short
answers and respond to the
teacher only. No Student-to
student talk.
❏ Students are seated in a
small group without a
strategic plan for working
together.
❏ The majority of tasks are
not ‘group-worthy’; do not
allow/foster collaboration.
❏ Students are individually
assessed for their final
group product.
The teacher leads group discussions
that allow and encourage all students to
contribute and is beginning to have
success managing collaborative group
work.
❏ Teacher questions begin to focus
on student thinking and focus less
on answers. Teacher begins to ask
follow-up questions about student
methods and answers.
❏ Teacher is main source of ideas,
tho he/she elicits some student
ideas.
❏ The teacher leads group
discussions and elicits contributions
so that students listen to each
other.
❏ Teacher is only questioner.
❏ Group discussions are initiated by
teacher prompts that are relevant
and invite participation.
❏ Participation is limited and is
dominated by student-to-teacher
interaction and listening.
❏ Discourse patterns may not reflect
academic context.
❏ Discussion norms are not explicitly
taught.
❏ As a student answers a question,
other students listen passively or
wait for their turn. They may repeat
what other students say.
❏ Student ideas are raised in
discussions, but are not explored.
❏ Teacher utilizes a strategic method
for grouping students.
The teacher leads group discussions that allow and
encourage all students to contribute orally, listen
actively, and respond to others’ contributions. The
teacher sets up and manages collaborative group
work.
❏ Teacher continues to ask probing questions and
also asks more open questions to learn about
students’ thinking.
❏ Teacher follows up on explanations and builds on
them by asking students to compare and contrast
them. Teacher is comfortable using student
errors as opportunities for learning.
❏ Group discussions are a regular part of class and
all students are encouraged to participate. At
times, student ideas guide the discussion and/or
direction of the lesson.
❏ Discussion prompts are relevant and interesting to
students and facilitates student-to-student talk.
Teacher asks students to be prepared to ask
questions about other students’ work.
❏ Structures are in place to support the use of
academic discourse by all students.
❏ Discussion promotes the development of critical
thinking in all students
❏ Students regularly respond/engage with one
another (also engaged with teacher)
❏ Participation is balanced and most of the students
are actively engaged
❏ All students have the opportunity to
participate/respond
❏ Discussion norms are established and referenced.
❏ Students ask questions of one another’s work on
the board, usually at the prompting of the teacher.
Students listen to one another so they do not
repeat questions and to understand one another.
❏ Students exhibit confidence about their ideas and
The teacher facilitates group discussions that allow and
encourage all students to contribute orally, listen actively,
and respond to and learn from others’ contributions. The
teacher sets up and manages collaborative group work
for a variety of learning purposes and gathers evidence that
the group effort promotes students’ learning.
❏ Teacher expects students to ask one another
questions about their work. The teacher’s questions
still may guide the discourse.
❏ Teacher follows along closely to students’ descriptions
of their thinking, encouraging students to make their
explanations more complete.
❏ Teacher allows for interruptions from students during
his/her explanations; he/she lets students explain and
“own” new strategies. (Teacher is still engaged and
deciding what is important to continue exploring)
❏ Group discussions are consistently facilitated to ensure
equitable access and participation. Student ideas form
part of the content of many discussions and lessons.
❏ Prompts are relevant to students’ lives and challenge
critical thinking
❏ Full class engaged
❏ Prompts & structures encourage students to engage
with one another while using academic discourse.
❏ Students respect one another’s opinions
❏ Students listen actively to frame responses/questions
❏ All students are clearly functioning within class norms
for discussions
❏ Students are using content specific academic
vocabulary and language during their academic
discussions.
❏ Students describe more complete strategies, they
defend and justify their answers with little prompting
from the teacher.
❏ Student-to-student talk is student-initiated, not
dependent on the teacher. Students realize that they

7. Revised 9/7/16 7
❏ Teacher monitors the progress of
groups and attempts to make some
adjustments to the instruction.
❏ All students in the group are
engaged in the assignment but do
not share (equally) in the final
product.
❏ The task is ‘group-worthy’; but the
instructions do not allow/foster
collaboration.
❏ Students are assessed on their final
group product and behavior during
enactment of task.
share their own thinking and strategies even if
they are different from others.
❏ Teacher uses a variety of strategies to group
students (random, pre-planned, colors, numbers,
etc.).
❏ Teacher regularly monitors group progress during
the task enactment and makes adjustments to the
instruction.
❏ Teacher chooses tasks that require collaborative
work.
❏ Students know how to work collaboratively and
complete the task.
❏ Students have distinct responsibilities and roles.
❏ Students are held accountable for only individual
or collective learning.
will be asked questions from other students when they
finish, so they are motivated and careful to be
thorough.
❏ Students interject their ideas, confident that their ideas
are valued. Students spontaneously compare and
contrast and build on ideas and clarify other students’
work and ideas.
❏ Students assist each other in understanding and
correcting errors.
❏ Teacher uses a variety of strategies to group
students that allow students’ expertise to complement
the group work (content knowledge, creativity,
presentation skills, etc.).
❏ Teacher consistently monitors group progress and is
prepared to adjust the instruction and differentiate the
task to keep all students engaged.
❏ Teacher chooses tasks that require and foster student
directed collaborative work.
❏ The instructions are clear and encourage/enable
students to work collaboratively.
❏ Students have distinct responsibilities and roles, which
are distributed equitably.
❏ Students are held accountable for individual and
collective learning.

8. Revised 9/7/16 8
2: Develop and Deliver Integrated Lessons and Units that Elicit and Assess All Students’ Understanding
Provide Meaningful Feedback
Beginning Emerging Competent Successful
The teacher begins to
provide oral and written
feedback to students.
❏ Teacher mostly offers
general oral feedback to
the class as a whole,
rather than individual
students.
❏ Teacher offers little or
no written feedback
before the students’ final
submission of the
assignment.
❏ The feedback tends to
be general and not
specific enough to be
helpful for students to
understand how to
specifically improve their
work.
The teacher provides oral and written
feedback to students that require the
teacher to make choices about the
content of feedback.
❏ Teacher offers oral feedback to
the class, using some student
work samples as an example.
❏ Teacher offers some written
feedback before the students’ final
submission of the assignment.
❏ The feedback is somewhat helpful
for students to understand how to
improve.
❏ Teacher shares assessment
results and directions on how to
correct errors and/or
misconceptions.
The teacher provides oral and written feedback to
students that require the teacher to make strategic
choices about the frequency, method, and content of
feedback. The feedback begins to help students focus
on improving specific qualities of their work.
❏ Teacher offers specific feedback that is mostly
focused on the academic task.
❏ Teacher makes purposeful choices about how and
how often to help students focus on specific
qualities of their work.
❏ The feedback is communicated in ways that are
understandable by students.
❏ The feedback focuses on progress toward the
learning goal and not the grade.
❏ Teacher shares assessment results and develops a
plan for students to achieve mastery of content
and/or skills.
The teacher provides strategic oral and written feedback to
students that require the teacher to make strategic choices
about the frequency, method, and content of feedback and to
communicate in ways that helps focus students’ attention on
specific qualities of their work. The feedback supports
students’ perception of their capability and enables them to
improve.
❏ Teacher offers specific feedback that is focused on the
academic task but is not overwhelming in scope.
❏ The feedback supports and promotes the development of
students’ progress toward the goal and enables them to
successfully revise and improve.
❏ Teacher makes strategic and purposeful choices about
the frequency, method, and content of feedback
❏ The feedback is communicated in ways that are
understandable by students.
❏ Teacher effectively and frequently communicates
assessment results in a way that will lead students to
achieve mastery of identified content concepts and skills.
❏ Teacher elicits student reflection in the feedback process.

9. Revised 9/7/16 9
3: Plan Informative Assessments and Analyze Student Work to Meet Learning Goals
Beginning Emerging Competent Successful
The teacher begins to set learning
goals referenced to external
standards. The teacher begins to use
students’ work to assess whether
they were able to progress towards
the goals.
❏ Instructional plans are
inconsistently aligned with the
most current state standards.
❏ Teacher uses explicit goals to
guide planning for a lesson.
❏ Student products/tasks align with
the learning goals (occasionally).
❏ Occasionally, some student work
is considered when planning
lessons for the next day.
❏ Teacher uses curriculum or
district-provided assessments
exclusively.
❏ Teacher provides students with
results of assessments.
The teacher usually sets clear
learning goals referenced to
external standards. The teacher
uses students’ work to assess
whether they were able to progress
towards the goals and inform their
planning.
❏ Instructional plans are mostly in
alignment with the most current
state standards.
❏ Teacher uses explicit goals to
guide planning for a sequence
of lessons.
❏ Plans are designed and
implemented in a manner
consistent with current subject-
specific pedagogy.
❏ Student products/tasks align
with the learning goals
frequently.
❏ Typically, student work is
referenced to inform and adjust
the teacher’s plans.
❏ The teacher aligns assessments
to lesson objectives and
standards.
❏ The teacher uses assessment
data to inform grades.
❏ Assessment data is used to
inform parents about their
student’s achievement.
The teacher sets clear learning goals
referenced to external standards to ensure
that students learn expected content. The
teacher sets effective goals that involve
analysis of students’ knowledge and skills
in relation to established standards to ensure
steady progress toward larger goals.
❏ Instructional plans are consistently in
alignment with the most current state
standards and frameworks.
❏ The teacher sets explicit goals to guide
planning and help maintain coherent
instruction over time.
❏ Plans occasionally include cross-
disciplinary lessons.
❏ Student products/tasks are consistently
aligned to learning goals.
❏ Analysis of student work drives
consideration in planning lessons.
❏ The teacher utilizes aligned formative
and summative assessments to make
informed decisions about pacing.
❏ The teacher begins to use assessment
data to inform lesson design and
implement some differentiation
strategies.
❏ The teacher effectively and frequently
communicates individual assessment
results, so students are aware of their
achievement results and plans for
growth are made. Plans are shared with
parents.
The teacher sets clear learning goals referenced to external
standards to ensure that all students learn expected content. The
teacher sets effective goals that involve analysis of students’
knowledge and skills in relation to established standards and
careful efforts to establish and sequence formative and
summative assessments that will help ensure steady progress
toward larger goals.
❏ Long and short-term instructional plans are aligned with the
most current state standards and frameworks.
❏ Long and short-term instructional plans are coherent, and link
to major topics within and across grade levels and disciplines.
❏ The teacher’s goals are clearly focused on content concepts
and skills that include a student product that will demonstrate
mastery of the identified concepts or skills.
❏ The teacher analyzes all forms of student’ work to identify
mastery and gaps in student learning. As a result, future
instruction is planned to deepen and extend the learning for all
students.
❏ The teacher utilizes aligned formative and summative
assessments to make informed decisions about pacing in
order to effectively teach all concepts and skills within the
school year.
❏ The teacher analyzes assessments and plans differentiated
instruction with the students’ diverse needs and goals in mind.
❏ The teacher effectively and frequently communicates
individual assessment results, so students and parents are
aware of the results and can collaboratively plan a path
toward mastery.
❏ Teacher and students collaborate to develop individual
learning goals and students revisit these goals throughout the
lesson to assess their own level of mastery of content
concepts and skills.
❏ Students are using assessment results and teacher feedback
to plan an individual path toward mastery.

10. Revised 9/7/16 10
4: Engage the Community to Advocate for and Meet the Needs of ALL Students
Beginning Emerging Competent Successful
The teacher begins to engage
parents and other caregivers in
conversation related to student
achievement, behavior and
wellbeing at school.
❏ Teacher begins to engage
with parents and other
caregivers through
established school events,
systems and activities.
❏ Teacher inconsistently
informs parents/caregivers
of student achievement.
❏ Teacher inconsistently
informs parents/caregivers
of students’ behavior and
well-being.
❏ Teacher begins to develop
an awareness of how he
can work with others to
support his students.
The teacher engages parents and
other caregivers in conversations
and activities related to their
students’ achievement, behavior
and wellbeing at school.
❏ Occasionally, the teacher
seeks opportunities to engage
with parents and other
caregivers in an effort to
establish relationships of trust.
❏ Teacher informs
parents/caregivers of students’
achievement and begins to
engage them in support
strategies.
❏ Teacher informs
parents/caregivers of students’
behavior and well-being and
begins to engage them in
support strategies.
❏ Teacher begins to collaborate
with colleagues and
specialists to provide support
for students.
The teacher engages parents and other caregivers
in conversations and activities related to their
students’ achievement, behavior and wellbeing at
school. He/she assists parents in communicating
with the school.
❏ Teacher often engages parents and other
caregivers in their child’s learning.
❏ Teacher designs lessons that allow students to
celebrate and share their cultural and family
norms.
❏ Teacher informs parents/caregivers of goals for
students’ achievement.
❏ Teacher shares educational resources with
parents/caregivers to support students’
achievement.
❏ Teacher engages parents/caregivers in plans
for students’ behavior and wellbeing.
❏ Teacher shares school events with
parents/caregivers.
❏ Teacher maintains open communication with
parents/caregivers.
❏ The teacher keeps track of what is happening in
students’ personal lives so as to be able to
respond appropriately.
❏ Teacher regularly collaborates with colleagues
and specialists to provide comprehensive
support for students and families.
The teacher engages parents and other caregivers in
conversations and activities related to their students’
achievement, behavior and wellbeing at school. He/she assists
parents in communicating with the school and understanding
how to help motivate, engage and accelerate their students’
achievement.
❏ Teacher consistently engages parents and other caregivers
in their child’s learning.
❏ Teacher-parent engagement is not constrained by school
hours and on-site locations.
❏ Teacher integrates structures in the classroom that students
and families can utilize as they assess their own social-
emotional well-being and communicate their need of
assistance.
❏ Teacher engages parents and other caregivers in the
design of short & long-term goals for students’
achievement.
❏ Teacher provides educational resources/strategies with
parents/caregivers to support students’ achievement.
❏ Teacher regularly informs parents/caregivers of students’
behavior and well-being.
❏ Teacher maintains an “open door” policy and actively invites
parent/caregiver communication and participation in
class/school events/opportunities to support students.
❏ Teacher actively builds partnerships with district personnel
and other agencies to provide support services for students
and families.

11. Revised 9/7/16 11
5: Evaluate and Reflect on Your Own Practice
Beginning Emerging Competent Successful
The teacher recognizes that learning to
teach is an ongoing process. The teacher
studies and reflects upon his/her own
teaching and that of his/her colleagues in
order to improve his/her understanding of
the complexity of instruction.
❏ With prompting, teacher reflects upon
the attributes of their colleagues’
and/or other models of successful
lessons.
❏ With prompting, teacher reflects on
the timing and completion of his/her
lesson.
❏ With prompting, teacher verbalizes
the reasons and the need for
consistent enforcement of realistic
behavior plans.
❏ Teacher recognizes when students
did not engage in a lesson.
The teacher recognizes that learning to teach
is an ongoing process and begins to
understand the value of reflection on his/her
practice. The teacher studies and reflects
upon his own teaching and that of his
colleagues in order to improve his
understanding of the complexity of the
interactions between the teacher and
students.
❏ Teacher describes the complex interplay
between the teacher and students and
identifies areas for growth in his/her
instruction and/or classroom
management.
❏ Teacher is open to examining and
reflecting upon his/her implicit and explicit
biases and classroom evidence to
improve the educational environment for
students.
❏ Teacher studies and reflects upon the
driving forces of student behavior.
❏ Teacher makes changes in behavior
plans and/or implementation based upon
study and reflection.
❏ Teacher is open to feedback.
The teacher recognizes that learning to
teach is an ongoing process that requires
regular analysis and reflection of
instruction and its effectiveness. The
teacher studies and reflects upon his own
teaching and that of his colleagues in order
to improve his understanding of the
complex interactions between teachers,
students, and the content.
❏ Teacher discusses and reflects upon
the complex interplay between the
teacher, curriculum, and students and
identifies areas for growth in his/her
professional practice.
❏ Teacher studies and reflects upon the
driving forces of student behavior.
Based upon the reflection, the
teacher plans and follows through
with actions to increase desired
behaviors.
❏ Teacher reflects upon needed
changes to the classroom
environment and designs a plan to
improve.
❏ Teacher seeks reflective feedback
from students, colleagues, community
& families in order to identify areas for
growth.
The teacher demonstrates a commitment to the
continuous improvement model by consistently
studying and reflecting upon his own teaching and
that of colleagues. He/she recognizes and
understands the impact of the complex interactions
between teachers, students, content and
instructional approaches.
❏ Teacher recognizes his strengths and
potential for growth related to teaching
practices, personal values and biases. As a
result, the teacher seeks support for growth
from a variety of sources and personnel.
❏ Teacher regularly reflects upon and shares
professional learning with
colleagues/supervisor.
❏ Teacher collects and reflects upon evidence
that demonstrates the connection between
increased student achievement and
implemented changes in instructional practice.
❏ In collaboration with colleagues, teacher
analyzes student work to reflect on the quality
of the assignment and/or the instruction.
❏ Teacher designs action research to improve
instruction and students’ educational
experiences.
❏ Teacher regularly seeks collaboration with
peers, colleagues, families and community
members to support his/her own growth and
that of his students.

12. Revised 9/7/16 12
Adapted from:
Observations using “Math Talk Learning Community Rubric” Source: Journal for Research in Mathematics Education, 2004
Teacher self-reports using “The Mathematics Teaching Rubric” by Silicon Valley Mathematics Initiative.
21st Century Knowledge and Skills in Educator Preparation, by AACTE
Classroom Engagement Rubric by Gallagher & Gallagher
Elements of Effective Teaching, by the California International Studies Project
Teaching Works, “High Leverage Practices”, University of Michigan.
What Core Skills Do Teachers Need to be Effective? by Hanford, KQED.
Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity, by McDonald, Kazemi, & Schneider-Kavanagh
Preparing Teachers For Deeper Learning: Competency-Based Teacher Preparation and Development, by Cator, Schneider, & Vander Ark.
Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback, by TNTP